Preventing Teacher Dropout: Volume 1--Mentors Helping New LAUSD Teachers, 1984-1988; Volume 2--Retention Rates for LAUSD Mentors, Mentees, and Other Teachers, l984 to l988

Since l984, the Los Angeles Unified School District (LAUSD) has been operating the California Mentor Teacher Program (MTP), initiated and supported by the state, to give special help to new or inexperienced teachers and encourage competent teachers to continue teaching. The study reported in these t...

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Bibliographic Details
Main Author Weisbender, Leo
Format Report
LanguageEnglish
Published 01.06.1989
Subjects
Beginning Teacher Induction
California Mentor Teacher Program
Collegiality
Elementary Secondary Education
Faculty Development
Faculty Mobility
Interprofessional Relationship
Los Angeles Unified School District CA
Mentors
Program Effectiveness
Program Evaluation
Teacher Improvement
Teacher Persistence
Teacher Qualifications
Teacher Retirement
Work Environment
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Summary:Since l984, the Los Angeles Unified School District (LAUSD) has been operating the California Mentor Teacher Program (MTP), initiated and supported by the state, to give special help to new or inexperienced teachers and encourage competent teachers to continue teaching. The study reported in these two volumes evaluated program effectiveness and the extent of goal attainment. Participants in the study were 336 mentors and their principals in 240 schools, and 638 of their mentees; l8 directors of elementary and secondary instruction; and 46 retirees in the Priority Staffing Program serving 46 schools. Data were collected through the use of questionnaires and personnel records. Volume 1 reports the answers to 6 of 7 research questions dealing with number of mentor transfers, retention rates, MTP services, district personnel attitudes, program participants' rating of MTP assistance, and matching of mentors and mentees. Volume 2 answers question 7 on retention rates of MTP participants and nonparticipants. Volume 1 concludes that the majority of teachers who have participated in the MTP since spring l984 have remained in the teaching profession and in LAUSD. Volume 2 suggests a high rate of teacher retention in both participating and nonparticipating groups. Gender did not play a major role in retention rates but ethnicity did. The goals of the program were met, but there is still room for improvement. Volume 1 appendixes provide participants' comments and the survey instruments. Volume 2 appendixes present guidelines for making adjustments to mentor teacher program implementation, as well as 15 data tables. (LL)